Staff Training

History

Little attention was given to correctional training in the United States until the 1960s. As late as 1966, [Page 918]more than half the correctional systems had no organized training, and most correctional agencies had no central unit for planning and implementing it. It was not until Congress established the Law Enforcement Assistance Administration (LEAA), with primary responsibility for administering a massive grant program to support state and local criminal justice training, that a national effort began to provide instruction for line staff in correctional institutions and prisons.

By the end of the 20th century, correctional staff training was being provided in every state and the Federal Bureau of Prisons. Classes are offered by state and local correctional agencies, state academies, multistate academies, The Federal Bureau of Prisons' Management and Specialty Training Center, the National Institute of Corrections, the National Academy of Corrections, the Office of Juvenile Justice and Delinquency Prevention, and the Bureau of Justice Assistance.

Often, private contractors conduct direct training programs and market self-training packages. Professional associations also play an important role in developing and implementing staff courses for corrections. These associations include the American Correctional Association, National Sheriffs' Association, American Probation and Parole Association, American Jail Association, International Association of Correctional Training Personnel, and Training Resource Center at Eastern Kentucky University.

Training Program Standards

The American Correctional Association (ACA) published the first standards for staff instruction in late 1970s. These standards addressed three areas: administration and management, physical plant, and academy operations. They set out the requirements for standardized competency-based curriculum training of at least 120 hours during the first year of employment, plus an additional 40 hours each subsequent year. Finally, they mandated preservice, inservice, and specialized training, with courses responsive to position requirements, professional development needs, current correctional issues, and new theories, techniques, and technologies.

The ACA policy for corrections adopted in 1991 call for correctional agencies to provide ongoing instruction, because it is essential to maintain work standards, refine skills, expand knowledge, avoid burnout, and keep up to date with changes in correctional philosophy, policies, and procedures. The policy supported “providing opportunities for, and encouraging participation in training and education that promotes personal and professional growth [for] maximizing agency productivity and employee satisfaction” (Morton, 1991, p. 77).

Goals and Objectives

Increasingly the emphasis in staff courses is placed on the development of the whole person who is capable of contributing significantly to the accomplishment of organizational goals and objectives while at the same time satisfying personal needs. Modules include developing knowledge and skills for critical thinking, cognitive behavior, problem solving/decision making, stress management, conflict resolution, negotiation, arbitration, and relapse prevention. Lessons often address a range of learning styles and prepare correctional staff for roles as leaders, planners, team players, facilitators, organizational change agents, motivators, coaches, and mentors. Recognizing the impact of rapid changes in society, international relations, technology, and the rising mix of diverse populations in American corrections institutions, correctional organizations are also implementing programs on diversity and technological innovations.

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